The Partnership and Quality Award for Public Education at the Elementary and Music School in Kerecsend

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The Partnership and Quality Award for Public
Education at the Elementary and Music School in
Kerecsend
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The educators of Kerecsend started on a way and
they can already see the results. They know, that
all this can be indebted to themselves. It gives
them a kind of poise, and so much energy that it
is itself a guarantee for the further results
since it is the teacher beaming with deep-seated
conviction and strength that is the most
impressive thing in education /Buda
Mariann-Kalivoda Katalin/
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What am I going to speak about?

• Briefly about the school
• Antecedents, or forcing circumstances??
• Step by step
• Results
• The things behind the results

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Briefly about the school

• To create a school is not possible out of bricks
  and mortar, but out of human example and
  knowledge.

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Characteristics of the school

• A small-settlement institution
• 2272 inhabitants
• About 35-40 of them are roma by origin
• High unemployment rate
• Increasing social and socio-cultural disadvantages

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• Number of students 191
• 87,5 of them are roma by origin
• 95of them are socially or cumulatively
  disadvantaged, or imperiled pupils.

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• Colleagues
• 27 teachers
• 1 school-secretary
• 4 cleaners

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Antecedents or forcing circumstances
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• A powerful migration from the school started in
  connection with the broadening of free
  school-choice. It fundamentally changed the
  composition of students.
• The rate of roma students increased remarkably

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• The students social situation was getting worse
  to an enormous extent because of large-scale
  unemployment.
• The educational maturity of the entering age
  groups and their abilities with respect to their
  age regressed by the middle of the decade.

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• The effectiveness-indexes of the school were
  getting worse disastrously.
• The financial conditions of the maintenance were
  getting worse.
• The social and ethnic tensions were getting more
  and more enhanced.

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• The ill-considered introduction of new
  regulations for example the bother about the
  National Basic Curriculum made professional
  work uncertain.
• Education is not more and not less than service.

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Step by step
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1st step

• Changing attitudes

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2nd step

• Community-development

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3rd step

• Seeking the reasons
• Self-examination
• What have we done wrong??
• Elaboration and use of an internal measuring
  system.
• Professional examination of the students.
• Measurement of the partners requirements.

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4st step

• Working out the treatment of the presumably known
  problems
• Infancy-development program
• Extension of professional knowledge
• Placing remedial teaching on new principles
• Introducing learning methodology into daily work

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Talent-improvement program

• Applicable knowledge of information technology
• Language teaching on intermediate level.

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Program of economic studies and profession
orientation

• Preliminary training based on mushroom-growing

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5th step

• Systemizing the activities
• 1997-98 measuring and collection of information
  in connection with the elaboration of the
  Educational Program
• 2000 Comenius 2000 /Quality Improvement Programme
  for School Education/

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The functioning of the system

• Activities and methods
• Human resource improvement
• Continuous development of partnerships
• Multiplication
• Intenton and ability for continuous improvement

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2002
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Why did we apply?

• the necessity of independent and external
  evaluation
• criticizm
• appreciation
• proposals
• challenge
• are we able to suit requirements?
• partners demands
• colleagues, parents, local government

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• Prestige
• We can be a model to be followed
• We can share our experience and knowledge with
  others.
• Participation gives strength to colleagues
• The valuable work our team has finished made it
  almost compulsory to compete for the award
• The sooner you take the first steps, the bigger
  chance you have to take the lead!

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How did we apply?

• November 2001
• Decision-making on participation
• November 2001 January 2002
• Fact-finding and systematization
• 1st draft
• February-March 2002
• Self-evaluation according to the criteria of QAPE

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• Conditions /What circumstances affect on the
  success of the School?/
• 5 main, and 18 subcriteria
• Results / What success could the School achieve?/
• 4 main, and 7 subcriteria

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Returns?

• experience
• Commitment and cooperation continue to improve.
• Suggestions and useful ideas connected to
  organization inprovement and strategic planning.
• Summary of our work is a new system.
• Positive feedback and confirmation.

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• Appreciation and incresing respect from our
  partners.
• Growing partnerships.

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Results

• The effectiveness of our pupils and the School
  increased.
• 99 of our pupils continue studies /more and
  more graduate from high-schools/
• The satisfactory level our partners was 82,58 in
  2002.
• The effectiveness of internal communication
  developed.

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• The dialogue with our partners is continuous.
• The multiplication effect of our school is
  significant.
• Flexibility of our system has improved /This is a
  very important result from our partners point of
  view/

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The things behind the results
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The human being
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And what is needed for this

• Trust
• Inclusion and authority
• Control
• Evalution, and appreciation

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COMMITMENT
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Acknowledgement

• To our partners, because our success could not
  have been achieved without them.
• Thanks to those who have helped our work, and are
  helping to this day.
• Thanks to you for your receptive attention.